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Educational Technology in Higher Education
A scoop it magazine focusing on educational technology in higher education.
Curated by Mark Smithers
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Google Introduces Course Builder, an Open Source Project Targeted at MOOCs (but the Real Competitor Might Be Amazon)

Google quietly made an educational technology announcement yesterday about the release of Course Builder, an “open source project” targeted at massive open online courses (MOOCs). This platform follows on the heels of Google’s own MOOC this summer. We should find out more information over the coming months, but here are my initial observations after reading the Research Blog on Google’s site:

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Online Learning: Where is the Money?

Online Learning: Where is the Money? | Educational Technology in Higher Education | Scoop.it

MIT offers their MITx online courses and certificates for a price, Stanford offers some online courses free, and Utah State University professor Wiley provides successful students with letters confirming course completion. But offering online learning has failed many using these business models. Cambridge, Chicago, Cornell, Michigan, New York and Oxford, Stanford, Temple and Yale Universities, University of Maryland University College and the London School of Economics all terminated their online courses for financial reasons. They were all started assuming student tuition and fees would pay for both the cost of operation and for developing very effective, high quality course materials.

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Four Barriers That MOOCs Must Overcome To Build a Sustainable Model

Four Barriers That MOOCs Must Overcome To Build a Sustainable Model | Educational Technology in Higher Education | Scoop.it

Given the hype of national media coverage of massive open online courses (MOOCs), it is refreshing to see more recent analysis looking at important attributes such as revenue models, dropout rates, and instructional design. Steve Kolowich at Inside Higher Ed wrote a revealing and important article looking at early demographic data. Jeff Young at the Chronicle wrote an excellent article about Coursera’s contract with the University of Michigan, along with key insights into Coursera’s and the university’s motivations. Audrey Watters, in response to an article in the Atlantic, asks the tough question of whether we should care about the high dropout rates of current courses offered in this new model.

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